TY  - JOUR
T1  - KİMYASAL TEMSİLLER VE KULLANIMLARI İLE İLGİLİ ANLAYIŞLARDAKİ ZORLUKLAR
TT  - CHALLENGES IN UNDERSTANDING CHEMICAL REPRESENTATIONS AND THEIR USES
AU  - Pınarbaşı, Tacettin
PY  - 2025
DA  - June
Y2  - 2025
DO  - 10.56677/mkuefder.1680161
JF  - Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi
JO  - MKUEFDER
PB  - Hatay Mustafa Kemal Üniversitesi
WT  - DergiPark
SN  - 2667-8470
SP  - 40
EP  - 58
VL  - 9
IS  - 15
LA  - tr
AB  - Kimyasal varlıkların ve süreçlerin dışsal görsel temsilleri (kimyasal temsiller), kimyasal düşünme ve uygulamalarda kritik bir rol oynamaktadır. Çevremizdeki maddelerin özelliklerini ve davranışlarını anlamamıza yardımcı olan kimyasal modeller ile makroskobik dünya arasında köprü görevi görerek akıl yürütme sürecini desteklemektedirler. Sonuç olarak, kimya alanında, öğrencilerin temsillerle ilgili yetkinliklerini keşfetmeye ve geliştirmeye yönelik çok sayıda araştırma çalışmaları yürütülmektedir. Bununla birlikte, kimyasal temsillerin ayırt edici özelliklerinin öğrencilerin akıl yürütmelerini nasıl etkilediğine yönelik daha derinlemesine yapılacak bir analizin, bu alanda yürütülen araştırmalara fayda sağlayabileceği düşünülmektedir. Bu amaçla, Talanquer (2022)’in kimyasal temsillerin farklı boyutlardaki değişiminin analizine yönelik yapmış olduğu bir çalışmanın, kısıtlı katkılar haricinde, aslına sadık kalınarak özetlenmiş bir versiyonu okuyucuların ilgisine sunulmakta ve böylece, temsillerin gösterimindeki dört farklı boyut (ikoniklik, niceliksellik, granülarite, boyutsallık) tanımlanmakta ve bunların öğrencilerin kimyasal temsilleri yorumlama, ilişkilendirme, oluşturma ve kullanma becerilerini nasıl etkilediği tartışılmaktadır. Bu özelliklerin farklı görev türleri sırasında, bilginin paketlenmesini veya paketlenmiş bilginin açılmasını nasıl etkilediği ve böylece anlamlandırma ve algısal yetkinliğe olan tesirleri ele alınmaktadır. Ayrıca, kimya eğitimi araştırmaları ve uygulamalarına yönelik çıkarımlar değerlendirilmektedir.
KW  - Kimya Eğitimi
KW  - Kimyasal Modeller
KW  - Temsiller
KW  - Öğrenci Anlayışları
N2  - External visual representations of chemical entities and processes (chemical representations) play a critical role in chemical thinking and practices. They support the reasoning process by acting as a bridge between chemical models, which help us understand the properties and behaviors of substances around us, and the macroscopic world.  Consequently, numerous research studies are being conducted in the field of chemistry to explore and develop students' representational competencies. However, it is believed that a more in-depth analysis of how the distinctive characteristics of chemical representations affect students' reasoning could benefit the research conducted in this area. To this end, a faithfully summarized version of Talanquer's (2022) work on the analysis of the variation of chemical representations across different dimensions, with minor contributions, is presented for the readers' interest. In this way, four different dimensions in the representation of representations are defined (iconicity, quantitativeness, granularity, dimensionality), and how these affect students' abilities to interpret, connect, generate, and use chemical representations is discussed. How these characteristics affect the packing or unpacking of information during different task types, and thus their influence on sense-making and perceptual competency, is addressed. Furthermore, implications for chemistry education research and practice are evaluated.
CR  - Adu-Gyamfi, K., Stiff, L. V., & Bosse, M. J. (2012). Lost in Translation: Examining Translation Errors Associated with Mathematical Representations. School Science and Mathematics, 112 (3), 159-170. https://doi.org/10.1111/j.1949-8594.2011.00129.x
CR  - Adu-Gyamfi, K., Stiff, L. V., & Bosse, M. J. (2012). Lost in Translation: Examining Translation Errors Associated with Mathematical Representations. School Science and Mathematics, 112 (3), 159-170. https://doi.org/10.1111/j.1949-8594.2011.00129.x
CR  - Adu-Gyamfi, K., Stiff, L. V., & Bosse, M. J. (2012). Lost in Translation: Examining Translation Errors Associated with Mathematical Representations. School Science and Mathematics, 112 (3), 159-170. https://doi.org/10.1111/j.1949-8594.2011.00129.x
CR  - Adu-Gyamfi, K., Stiff, L. V., & Bosse, M. J. (2012). Lost in Translation: Examining Translation Errors Associated with Mathematical Representations. School Science and Mathematics, 112 (3), 159-170. https://doi.org/10.1111/j.1949-8594.2011.00129.x
CR  - Ainsworth, S. (2006). Deft: A Conceptual Framework for Considering Learning with Multiple Representations. Learning and Instruction, 16 (3), 183−198.    https://doi.org/10.1016-/j.learninstruc.2006.03.001
CR  - Ainsworth, S. (2006). Deft: A Conceptual Framework for Considering Learning with Multiple Representations. Learning and Instruction, 16 (3), 183−198.    https://doi.org/10.1016-/j.learninstruc.2006.03.001
CR  - Ainsworth, S. (2006). Deft: A Conceptual Framework for Considering Learning with Multiple Representations. Learning and Instruction, 16 (3), 183−198.    https://doi.org/10.1016-/j.learninstruc.2006.03.001
CR  - Ainsworth, S. (2006). Deft: A Conceptual Framework for Considering Learning with Multiple Representations. Learning and Instruction, 16 (3), 183−198.    https://doi.org/10.1016-/j.learninstruc.2006.03.001
CR  - Ben-Zvi, R., Eylon, B.-S., & Silberstein, J. (1986). Is an Atom of Copper Malleable? Journal of Chemical Education, 1986, 63 (1), 64. https://doi.org/10.1021/ed063p64
CR  - Ben-Zvi, R., Eylon, B.-S., & Silberstein, J. (1986). Is an Atom of Copper Malleable? Journal of Chemical Education, 1986, 63 (1), 64. https://doi.org/10.1021/ed063p64
CR  - Ben-Zvi, R., Eylon, B.-S., & Silberstein, J. (1986). Is an Atom of Copper Malleable? Journal of Chemical Education, 1986, 63 (1), 64. https://doi.org/10.1021/ed063p64
CR  - Ben-Zvi, R., Eylon, B.-S., & Silberstein, J. (1986). Is an Atom of Copper Malleable? Journal of Chemical Education, 1986, 63 (1), 64. https://doi.org/10.1021/ed063p64
CR  - Bosse, M. J., Adu-Gyamfi, K., & Cheetham, M. R. (2011). Assessing the Difficulty of Mathematical Translations: Synthesizing the Literature and Novel Findings. International Electronic Journal of Mathematics Education, 6 (3), 113-133. https://doi.org/10.29333/iejme/264
CR  - Bosse, M. J., Adu-Gyamfi, K., & Cheetham, M. R. (2011). Assessing the Difficulty of Mathematical Translations: Synthesizing the Literature and Novel Findings. International Electronic Journal of Mathematics Education, 6 (3), 113-133. https://doi.org/10.29333/iejme/264
CR  - Bosse, M. J., Adu-Gyamfi, K., & Cheetham, M. R. (2011). Assessing the Difficulty of Mathematical Translations: Synthesizing the Literature and Novel Findings. International Electronic Journal of Mathematics Education, 6 (3), 113-133. https://doi.org/10.29333/iejme/264
CR  - Bosse, M. J., Adu-Gyamfi, K., & Cheetham, M. R. (2011). Assessing the Difficulty of Mathematical Translations: Synthesizing the Literature and Novel Findings. International Electronic Journal of Mathematics Education, 6 (3), 113-133. https://doi.org/10.29333/iejme/264
CR  - Bowe, K. A., Bauer, C. F., Wang, Y., & Lewis, S. E. (2022). When All You Have Is a Covalent Model of Bonding, Every Substance Is a Molecule: A Longitudinal Study of Student Enactment of Covalent and Ionic Bonding Models Journal of Chemical Education, 99 (8), 2808-2820.  https://doi.org/10.1021/acs.jchemed.2c00188
CR  - Bowe, K. A., Bauer, C. F., Wang, Y., & Lewis, S. E. (2022). When All You Have Is a Covalent Model of Bonding, Every Substance Is a Molecule: A Longitudinal Study of Student Enactment of Covalent and Ionic Bonding Models Journal of Chemical Education, 99 (8), 2808-2820.  https://doi.org/10.1021/acs.jchemed.2c00188
CR  - Bowe, K. A., Bauer, C. F., Wang, Y., & Lewis, S. E. (2022). When All You Have Is a Covalent Model of Bonding, Every Substance Is a Molecule: A Longitudinal Study of Student Enactment of Covalent and Ionic Bonding Models Journal of Chemical Education, 99 (8), 2808-2820.  https://doi.org/10.1021/acs.jchemed.2c00188
CR  - Bowe, K. A., Bauer, C. F., Wang, Y., & Lewis, S. E. (2022). When All You Have Is a Covalent Model of Bonding, Every Substance Is a Molecule: A Longitudinal Study of Student Enactment of Covalent and Ionic Bonding Models Journal of Chemical Education, 99 (8), 2808-2820.  https://doi.org/10.1021/acs.jchemed.2c00188
CR  - Caspari, I., Kranz, D., & Graulich, N. (2018). Resolving the Complexity of Organic Chemistry Students’ Reasoning through the Lens of a Mechanistic Framework. Chemistry Education Research and Practice, 19 (4), 1117-1141. DOI https://doi.org/10.1039/C8RP00131F
CR  - Caspari, I., Kranz, D., & Graulich, N. (2018). Resolving the Complexity of Organic Chemistry Students’ Reasoning through the Lens of a Mechanistic Framework. Chemistry Education Research and Practice, 19 (4), 1117-1141. DOI https://doi.org/10.1039/C8RP00131F
CR  - Caspari, I., Kranz, D., & Graulich, N. (2018). Resolving the Complexity of Organic Chemistry Students’ Reasoning through the Lens of a Mechanistic Framework. Chemistry Education Research and Practice, 19 (4), 1117-1141. DOI https://doi.org/10.1039/C8RP00131F
CR  - Caspari, I., Kranz, D., & Graulich, N. (2018). Resolving the Complexity of Organic Chemistry Students’ Reasoning through the Lens of a Mechanistic Framework. Chemistry Education Research and Practice, 19 (4), 1117-1141. DOI https://doi.org/10.1039/C8RP00131F
CR  - Chi, S., Wang, Z., Luo, M., Yang, Y., & Huang, M. (2018). Student Progression on Chemical Symbol Representation Abilities at Different Grade Levels (Grades 10−12) across Gender. Chemistry Education Research and Practice, 19 (4), 1055-1064.  https://doi.org/10.1039/C8RP-00010G
CR  - Chi, S., Wang, Z., Luo, M., Yang, Y., & Huang, M. (2018). Student Progression on Chemical Symbol Representation Abilities at Different Grade Levels (Grades 10−12) across Gender. Chemistry Education Research and Practice, 19 (4), 1055-1064.  https://doi.org/10.1039/C8RP-00010G
CR  - Chi, S., Wang, Z., Luo, M., Yang, Y., & Huang, M. (2018). Student Progression on Chemical Symbol Representation Abilities at Different Grade Levels (Grades 10−12) across Gender. Chemistry Education Research and Practice, 19 (4), 1055-1064.  https://doi.org/10.1039/C8RP-00010G
CR  - Chi, S., Wang, Z., Luo, M., Yang, Y., & Huang, M. (2018). Student Progression on Chemical Symbol Representation Abilities at Different Grade Levels (Grades 10−12) across Gender. Chemistry Education Research and Practice, 19 (4), 1055-1064.  https://doi.org/10.1039/C8RP-00010G
CR  - Connor, M. C., Glass, B. H., Finkenstaedt-Quinn, S. A., & Shultz, G. V. (2021). Developing Expertise in (1)H Nmr Spectral Interpretation. The Journal of Organic Chemistry, 86 (2), 1385-1395. https://doi.org/10.1021/acs.joc.0c01398
CR  - Connor, M. C., Glass, B. H., Finkenstaedt-Quinn, S. A., & Shultz, G. V. (2021). Developing Expertise in (1)H Nmr Spectral Interpretation. The Journal of Organic Chemistry, 86 (2), 1385-1395. https://doi.org/10.1021/acs.joc.0c01398
CR  - Connor, M. C., Glass, B. H., Finkenstaedt-Quinn, S. A., & Shultz, G. V. (2021). Developing Expertise in (1)H Nmr Spectral Interpretation. The Journal of Organic Chemistry, 86 (2), 1385-1395. https://doi.org/10.1021/acs.joc.0c01398
CR  - Connor, M. C., Glass, B. H., Finkenstaedt-Quinn, S. A., & Shultz, G. V. (2021). Developing Expertise in (1)H Nmr Spectral Interpretation. The Journal of Organic Chemistry, 86 (2), 1385-1395. https://doi.org/10.1021/acs.joc.0c01398
CR  - Cooper, M. M., Grove, N., Underwood, S. M., & Klymkowsky, M. W. (2010). Lost in Lewis Structures: An Investigation of Student Difficulties in Developing Representational Competence. Journal of Chemical Education, 87 (8),869-874. https://doi.org/10.1021/ed900004y
CR  - Cooper, M. M., Grove, N., Underwood, S. M., & Klymkowsky, M. W. (2010). Lost in Lewis Structures: An Investigation of Student Difficulties in Developing Representational Competence. Journal of Chemical Education, 87 (8),869-874. https://doi.org/10.1021/ed900004y
CR  - Cooper, M. M., Grove, N., Underwood, S. M., & Klymkowsky, M. W. (2010). Lost in Lewis Structures: An Investigation of Student Difficulties in Developing Representational Competence. Journal of Chemical Education, 87 (8),869-874. https://doi.org/10.1021/ed900004y
CR  - Cooper, M. M., Grove, N., Underwood, S. M., & Klymkowsky, M. W. (2010). Lost in Lewis Structures: An Investigation of Student Difficulties in Developing Representational Competence. Journal of Chemical Education, 87 (8),869-874. https://doi.org/10.1021/ed900004y
CR  - Domin, D. S., Al-Masum, M., & Mensah, J. (2008). Students’ Categorizations of Organic Compounds. Chemistry Education Research and Practice, 9 (2), 114-121. https://doi.org/10.1039-/B806226A
CR  - Domin, D. S., Al-Masum, M., & Mensah, J. (2008). Students’ Categorizations of Organic Compounds. Chemistry Education Research and Practice, 9 (2), 114-121. https://doi.org/10.1039-/B806226A
CR  - Domin, D. S., Al-Masum, M., & Mensah, J. (2008). Students’ Categorizations of Organic Compounds. Chemistry Education Research and Practice, 9 (2), 114-121. https://doi.org/10.1039-/B806226A
CR  - Domin, D. S., Al-Masum, M., & Mensah, J. (2008). Students’ Categorizations of Organic Compounds. Chemistry Education Research and Practice, 9 (2), 114-121. https://doi.org/10.1039-/B806226A
CR  - Duval, R. A. (2006). Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics. Educational Studies in Mathematics, 2006, 61 (1-2), 103-131. https://doi.org-/10.1007/s10649-006-0400-z
CR  - Duval, R. A. (2006). Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics. Educational Studies in Mathematics, 2006, 61 (1-2), 103-131. https://doi.org-/10.1007/s10649-006-0400-z
CR  - Duval, R. A. (2006). Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics. Educational Studies in Mathematics, 2006, 61 (1-2), 103-131. https://doi.org-/10.1007/s10649-006-0400-z
CR  - Duval, R. A. (2006). Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics. Educational Studies in Mathematics, 2006, 61 (1-2), 103-131. https://doi.org-/10.1007/s10649-006-0400-z
CR  - Evans, J. S. B. T. (2008). Dual-Processing Accounts of Reasoning, Judgment, and Social Cognition. Annual 
Review of Psychology, 2008, 59 (1), 255-278. https://doi.org/10.1146/annu-rev.psych.59.103006.093629
CR  - Evans, J. S. B. T. (2008). Dual-Processing Accounts of Reasoning, Judgment, and Social Cognition. Annual 
Review of Psychology, 2008, 59 (1), 255-278. https://doi.org/10.1146/annu-rev.psych.59.103006.093629
CR  - Evans, J. S. B. T. (2008). Dual-Processing Accounts of Reasoning, Judgment, and Social Cognition. Annual 
Review of Psychology, 2008, 59 (1), 255-278. https://doi.org/10.1146/annu-rev.psych.59.103006.093629
CR  - Evans, J. S. B. T. (2008). Dual-Processing Accounts of Reasoning, Judgment, and Social Cognition. Annual 
Review of Psychology, 2008, 59 (1), 255-278. https://doi.org/10.1146/annu-rev.psych.59.103006.093629
CR  - Farheen, A. & Lewis, S. E. (2021). The Impact of Representations of Chemical Bonding on Student’ Predictions of Chemical Properties. Chemistry Education Research and Practice, 22 (4), 1035-1053. https://doi.org/10.1039/D1RP00070E
CR  - Farheen, A. & Lewis, S. E. (2021). The Impact of Representations of Chemical Bonding on Student’ Predictions of Chemical Properties. Chemistry Education Research and Practice, 22 (4), 1035-1053. https://doi.org/10.1039/D1RP00070E
CR  - Farheen, A. & Lewis, S. E. (2021). The Impact of Representations of Chemical Bonding on Student’ Predictions of Chemical Properties. Chemistry Education Research and Practice, 22 (4), 1035-1053. https://doi.org/10.1039/D1RP00070E
CR  - Farheen, A. & Lewis, S. E. (2021). The Impact of Representations of Chemical Bonding on Student’ Predictions of Chemical Properties. Chemistry Education Research and Practice, 22 (4), 1035-1053. https://doi.org/10.1039/D1RP00070E
CR  - Ferreira, J. E. V., & Lawrie, G. A. (2019). Profiling the Combinations of Multiple Representations Used in Large-Class Teaching: Pathways to Inclusive Practices. Chemistry Education Research and Practice, 20 (4), 902-923. https://doi.org/10.1039/C9RP00001A
CR  - Ferreira, J. E. V., & Lawrie, G. A. (2019). Profiling the Combinations of Multiple Representations Used in Large-Class Teaching: Pathways to Inclusive Practices. Chemistry Education Research and Practice, 20 (4), 902-923. https://doi.org/10.1039/C9RP00001A
CR  - Ferreira, J. E. V., & Lawrie, G. A. (2019). Profiling the Combinations of Multiple Representations Used in Large-Class Teaching: Pathways to Inclusive Practices. Chemistry Education Research and Practice, 20 (4), 902-923. https://doi.org/10.1039/C9RP00001A
CR  - Ferreira, J. E. V., & Lawrie, G. A. (2019). Profiling the Combinations of Multiple Representations Used in Large-Class Teaching: Pathways to Inclusive Practices. Chemistry Education Research and Practice, 20 (4), 902-923. https://doi.org/10.1039/C9RP00001A
CR  - Furio, C., Calatayud, M. L., Barcenas, S. L., & Padilla, O. M. (2000). Functional Fixedness and Functional Reduction as Common Sense Reasonings in Chemical Equilibrium and in Geometry and Polarity of Molecules. Science Education, 84 (5), 545-565. https://doi.org/10.1002/1098-237X(200009)84:5 <545::AID-SCE1>3.0.CO;2-1
CR  - Furio, C., Calatayud, M. L., Barcenas, S. L., & Padilla, O. M. (2000). Functional Fixedness and Functional Reduction as Common Sense Reasonings in Chemical Equilibrium and in Geometry and Polarity of Molecules. Science Education, 84 (5), 545-565. https://doi.org/10.1002/1098-237X(200009)84:5 <545::AID-SCE1>3.0.CO;2-1
CR  - Furio, C., Calatayud, M. L., Barcenas, S. L., & Padilla, O. M. (2000). Functional Fixedness and Functional Reduction as Common Sense Reasonings in Chemical Equilibrium and in Geometry and Polarity of Molecules. Science Education, 84 (5), 545-565. https://doi.org/10.1002/1098-237X(200009)84:5 <545::AID-SCE1>3.0.CO;2-1
CR  - Furio, C., Calatayud, M. L., Barcenas, S. L., & Padilla, O. M. (2000). Functional Fixedness and Functional Reduction as Common Sense Reasonings in Chemical Equilibrium and in Geometry and Polarity of Molecules. Science Education, 84 (5), 545-565. https://doi.org/10.1002/1098-237X(200009)84:5 <545::AID-SCE1>3.0.CO;2-1
CR  - Graulich, N., Hedtrich, S., & Harzenetter, R. (2019). Explicit Versus Implicit Similarity- Exploring Relational Conceptual Understanding in Organic Chemistry. Chemistry Education Research and Practice, 20 (4), 924 936. https://doi.org/10.1039/C9RP00054B
CR  - Graulich, N., Hedtrich, S., & Harzenetter, R. (2019). Explicit Versus Implicit Similarity- Exploring Relational Conceptual Understanding in Organic Chemistry. Chemistry Education Research and Practice, 20 (4), 924 936. https://doi.org/10.1039/C9RP00054B
CR  - Graulich, N., Hedtrich, S., & Harzenetter, R. (2019). Explicit Versus Implicit Similarity- Exploring Relational Conceptual Understanding in Organic Chemistry. Chemistry Education Research and Practice, 20 (4), 924 936. https://doi.org/10.1039/C9RP00054B
CR  - Graulich, N., Hedtrich, S., & Harzenetter, R. (2019). Explicit Versus Implicit Similarity- Exploring Relational Conceptual Understanding in Organic Chemistry. Chemistry Education Research and Practice, 20 (4), 924 936. https://doi.org/10.1039/C9RP00054B
CR  - Grosholz, E. R., & Hoffmann, R. (2012). How Symbolic and Iconic Languages Bridge the Two Worlds of the Chemist: A Case Study from Contemporary Bioorganic Chemistry. In Roald Hoffmann on the Philosophy, Art, and Science of Chemistry; Kovac, J., Weisberg, M., Eds.; Oxford University Press, pp 230-247.
CR  - Grosholz, E. R., & Hoffmann, R. (2012). How Symbolic and Iconic Languages Bridge the Two Worlds of the Chemist: A Case Study from Contemporary Bioorganic Chemistry. In Roald Hoffmann on the Philosophy, Art, and Science of Chemistry; Kovac, J., Weisberg, M., Eds.; Oxford University Press, pp 230-247.
CR  - Grosholz, E. R., & Hoffmann, R. (2012). How Symbolic and Iconic Languages Bridge the Two Worlds of the Chemist: A Case Study from Contemporary Bioorganic Chemistry. In Roald Hoffmann on the Philosophy, Art, and Science of Chemistry; Kovac, J., Weisberg, M., Eds.; Oxford University Press, pp 230-247.
CR  - Grosholz, E. R., & Hoffmann, R. (2012). How Symbolic and Iconic Languages Bridge the Two Worlds of the Chemist: A Case Study from Contemporary Bioorganic Chemistry. In Roald Hoffmann on the Philosophy, Art, and Science of Chemistry; Kovac, J., Weisberg, M., Eds.; Oxford University Press, pp 230-247.
CR  - Heckler, A. F. (2011). The Role of Automatic, Bottom-up Processes: In the Ubiquitous Patterns of Incorrect Answers to Science Questions. In Psychology of Learning and Motivation; Mestre, J. P., Ross, B. H., Eds.; Academic Press, Vol. 55, pp 227-267.
CR  - Heckler, A. F. (2011). The Role of Automatic, Bottom-up Processes: In the Ubiquitous Patterns of Incorrect Answers to Science Questions. In Psychology of Learning and Motivation; Mestre, J. P., Ross, B. H., Eds.; Academic Press, Vol. 55, pp 227-267.
CR  - Heckler, A. F. (2011). The Role of Automatic, Bottom-up Processes: In the Ubiquitous Patterns of Incorrect Answers to Science Questions. In Psychology of Learning and Motivation; Mestre, J. P., Ross, B. H., Eds.; Academic Press, Vol. 55, pp 227-267.
CR  - Heckler, A. F. (2011). The Role of Automatic, Bottom-up Processes: In the Ubiquitous Patterns of Incorrect Answers to Science Questions. In Psychology of Learning and Motivation; Mestre, J. P., Ross, B. H., Eds.; Academic Press, Vol. 55, pp 227-267.
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CR  - Hoffmann, R., & Laszlo, P. (1991) Representation in Chemistry. Angewandte Chemie International Edition in English, 30 (1), 1-16. https://doi.org/10.1177/039219218903714702
CR  - Hoffmann, R., & Laszlo, P. (1991) Representation in Chemistry. Angewandte Chemie International Edition in English, 30 (1), 1-16. https://doi.org/10.1177/039219218903714702
CR  - Hoffmann, R., & Laszlo, P. (1991) Representation in Chemistry. Angewandte Chemie International Edition in English, 30 (1), 1-16. https://doi.org/10.1177/039219218903714702
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CR  - Jensen, W. B. (1998). Logic, History, and the Chemistry Textbook: I. Does Chemistry Have a Logical Structure? Journal of Chemical Education, 75 (6), 679.   https://doi.org/10.1021/ed075-p679
CR  - Jensen, W. B. (1998). Logic, History, and the Chemistry Textbook: I. Does Chemistry Have a Logical Structure? Journal of Chemical Education, 75 (6), 679.   https://doi.org/10.1021/ed075-p679
CR  - Jensen, W. B. (1998). Logic, History, and the Chemistry Textbook: I. Does Chemistry Have a Logical Structure? Journal of Chemical Education, 75 (6), 679.   https://doi.org/10.1021/ed075-p679
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CR  - Johnstone, A. H. (1991). Why Is Science Difficult to Learn? Things Are Seldom What They Seem. Journal of Computer Assisted Learning, 7 (2), 75-83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x
CR  - Johnstone, A. H. (1991). Why Is Science Difficult to Learn? Things Are Seldom What They Seem. Journal of Computer Assisted Learning, 7 (2), 75-83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x
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